Special Education Pre-K Teacher

Special Education Teacher

JOB GOAL

Provides specially designed instruction and individualized supports to students with disabilities in accordance with the Individuals with Disabilities Education Act (IDEA), Tennessee law and State Board of Education rules, Tennessee Department of Education guidance, Board policy, district procedures, and each student's Individualized Education Program (IEP). Promotes access to and progress in the general education curriculum, achievement of measurable IEP goals, meaningful participation with nondisabled peers to the maximum extent appropriate, and preparation for postsecondary education, training, employment, independent living, and community participation, as applicable.

QUALIFICATIONS

• Holds a bachelor's degree and a valid Tennessee educator license with a special education endorsement appropriate to the assigned grade span, course(s), student population, and service responsibilities, consistent with current Tennessee licensure and staffing requirements;
• Demonstrates knowledge of IDEA, Tennessee special education law and State Board rules, IEP development and implementation, least restrictive environment (LRE), specially designed instruction, accommodations and modifications, progress monitoring, positive behavioral supports, and confidentiality requirements;
• Demonstrates the ability to use student data to plan instruction, monitor progress, and adjust supports and services;
• Has strong written, verbal, presentation, organizational, technology, and interpersonal skills;
• Demonstrates the ability to collaborate effectively with students, families, general education teachers, related service providers, educational assistants, administrators, and other members of the IEP team; and
• Meets the physical and other requirements necessary to perform the essential functions of the position with or without reasonable accommodation.

REPORTS TO Building Principal

FLSA STATUS Exempt

SCHEDULE 200 Days

EVALUATION

Performance of this job will be evaluated in accordance with applicable state law, State Board of Education requirements, Board policy, and district procedures governing evaluation of licensed personnel.

ESSENTIAL FUNCTIONS

• Provides special education and related instructional supports in accordance with IDEA, 34 C.F.R. Part 300, Tennessee special education law, State Board of Education Rule Chapter 0520-01-09, Tennessee Department of Education guidance, Board policy, district procedures, and each student's IEP;
• Plans and delivers specially designed instruction aligned to Tennessee academic standards, the student's present levels of academic achievement and functional performance, measurable annual IEP goals, and identified disability-related needs;
• Uses evidence-based instructional practices, explicit and systematic instruction, differentiated materials, assistive technology, communication supports, and other specialized strategies as appropriate to the student's IEP;
• Participates in the development, review, and revision of legally compliant IEPs, including present levels, measurable annual goals, accommodations, modifications, supplementary aids and services, service delivery, assessment participation, least restrictive environment, and other required components;
• Serves as an IEP team member and, when assigned, case manager; schedules, prepares for, and participates in IEP meetings; supports meaningful parent and student participation; and completes assigned follow-up responsibilities in a timely manner;
• Ensures that IEP services, accommodations, modifications, supports, and instructional responsibilities assigned to the teacher are implemented as written and communicates promptly with appropriate personnel when implementation concerns arise;
• Collects, analyzes, and maintains data to monitor progress toward IEP goals and access to and progress in the general education curriculum; reports progress to parents/guardians and the IEP team in accordance with the IEP and required timelines;
• Adjusts instruction and interventions based on student data and collaborates with the IEP team when data indicate that goals, services, supports, or placement may require review;
• Maintains accurate, timely, and confidential IEP records, service documentation, progress-monitoring data, grades, attendance records, schedules, logs, and other required special education documentation;
• Collaborates with general education teachers, related service providers, educational assistants, administrators, families, and other school personnel to coordinate instruction, services, supports, and student participation across settings;
• Supports student access to grade-level curriculum and participation in general education, nonacademic, and extracurricular settings to the maximum extent appropriate, consistent with the student's IEP and least restrictive environment requirements;
• Provides consultation, direction, and support to general education staff and educational assistants regarding student-specific accommodations, modifications, instructional strategies, assistive technology, communication supports, and behavior plans, as appropriate;
• Participates in referral, evaluation, reevaluation, and eligibility processes as assigned by providing educational data, observations, work samples, progress information, and other relevant documentation consistent with state standards and district procedures;
• For students in kindergarten through grade six, or students of comparable chronological age, contributes to required pre-vocational assessment information and planning as applicable to the student's IEP;
• For the first IEP that will be in effect when a student turns age fourteen (14), and thereafter as required, contributes to transition planning that includes age-appropriate transition assessments, appropriate measurable postsecondary goals related to education, training, employment and, where appropriate, independent living skills, along with courses of study, transition services, and annual IEP goals designed to enable the student to meet those postsecondary goals;
• Supports student participation and self-advocacy in transition planning and coordinates with families, school personnel, agencies, and community partners as appropriate and in accordance with the IEP;
• Implements positive, proactive, and evidence-based behavioral supports and provides instruction in replacement, social, communication, self-regulation, functional, and adaptive skills as required by the student's IEP;
• Participates in the development, review, and implementation of functional behavior assessments (FBAs) and behavior intervention plans (BIPs) as determined by the IEP team or required by law; collects and analyzes relevant behavior data; implements assigned BIP components with fidelity; and reports data regarding effectiveness to the IEP team;
• Participates, as assigned, in manifestation determination reviews and other discipline-related IEP processes and provides relevant data, documentation, and information needed to support legally compliant decisions and continuity of required educational services;
• Uses positive behavioral supports and de-escalation strategies and follows the Tennessee Special Education Behavioral Supports Act, State Board rules, Tennessee Department of Education guidance, and district procedures governing restraint and isolation, including required training, documentation, notification, and reporting, as applicable;
• Implements testing accommodations and participates in state and district assessments, including alternate assessments when assigned and appropriately trained, in accordance with the student's IEP and state assessment requirements;
• Implements student-specific health, safety, mobility, positioning, communication, sensory, personal-care, emergency, or other support plans when required by the student's IEP or related plan and when consistent with assigned responsibilities and required training;
• Supervises students and maintains a safe, structured, respectful, and inclusive learning environment during instruction, transitions, school activities, and other assigned settings while ensuring required IEP services are delivered;
• Communicates regularly and professionally with parents/guardians regarding student progress, needs, services, attendance, behavior, and school participation while maintaining required confidentiality;
• Maintains the confidentiality of student information and records in accordance with IDEA, FERPA, Tennessee law, Board policy, and district procedures;
• Reports any reasonable suspicion of child abuse, neglect, or other threats to student health or welfare in accordance with Tennessee law, Board policy, and district procedures;
• Participates in faculty and professional meetings, IEP and eligibility meetings, professional learning, and required training to maintain knowledge of current special education law, instructional practices, behavior supports, assistive technology, and district procedures;
• Regular, dependable, in-person attendance is an essential function of this position. The employee must be physically present at the assigned school location during scheduled work hours to perform instructional duties, supervise students, collaborate with staff, and carry out job responsibilities.
• Complies with Board policies, school rules, administrative regulations, and applicable federal and state requirements; represents the school and community in a positive manner; and performs other work-related duties as assigned.

PHYSICAL DEMANDS

Depending on the assignment and student needs, this job may require assisting students with mobility, positioning, transfers, personal care, communication, and safety needs; lifting or carrying students, equipment, or instructional materials that may exceed fifty (50) pounds, with frequent lifting and/or carrying of objects weighing up to twenty-five (25) pounds; pushing and/or pulling wheelchairs or adaptive equipment; stooping and/or kneeling; reaching and/or handling; sitting; standing; walking; talking; hearing; seeing; and responding promptly to student safety needs. Appropriate assistance and equipment should be used in accordance with student plans, employee training, and district procedures.

TEMPERAMENT (Personal Traits):

• Adaptability to performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure;
• Adaptability to accepting responsibility for planning, implementing, monitoring, and documenting individualized student programs and services;
• Adaptability to working collaboratively with students, families, school personnel, related service providers, and community partners;
• Adaptability to responding professionally to confidential, sensitive, complex, or high-stress student situations; and
• Adaptability to making generalizations, evaluations, or decisions based upon student data, IEP requirements, applicable law and policy, and professional judgment.

CAPACITY AND ABILITY REQUIREMENTS:

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty.

• Intelligence: The ability to understand instructions, legal and procedural requirements, and underlying principles; the ability to reason and make judgments.
• Verbal: The ability to understand meanings of words and ideas and to communicate clearly and professionally with students, families, and staff.
• Numerical: The ability to perform arithmetic operations and interpret quantitative student data accurately.
• Data Perception: The ability to understand, organize, analyze, and interpret information presented in records, assessments, progress-monitoring tools, graphs, charts, or tables.
• Instructional Planning: The ability to translate student needs, standards, and IEP requirements into effective specially designed instruction and measurable supports.
• Organization: The ability to manage multiple students, schedules, timelines, records, meetings, service requirements, and compliance responsibilities accurately and efficiently.
• Interpersonal: The ability to establish effective working relationships and collaborate with students, families, educators, service providers, administrators, and other stakeholders.
• Confidentiality and Judgment: The ability to handle sensitive student information appropriately and make sound decisions consistent with law, policy, student safety, and professional ethics.

WORK CONDITIONS

School and classroom environments, including general education, special education, community-based, vocational, and other instructional settings as assigned. The employee may work with students who have complex communication, sensory, mobility, behavioral, medical, or personal-care needs and may experience frequent interruptions, multiple deadlines, and changing student needs. Occasional meetings, training, or school activities outside the regular instructional day may be required.

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by the person assigned to this position. They are not intended to be a complete list of responsibilities, duties, and skills required of personnel so assigned.

NONDISCRIMINATION POLICY

The Wilson County Board of Education does not discriminate because of age, race, color, gender, national origin, disability, religion, genetics, creed, or veteran status in the provision of services, in programs or activities, or in employment opportunities or benefits. The Wilson County School System is an Equal Opportunity Employer and member of TN Drug-Free Workplace. Employees or applicants who need reasonable accommodations should contact Human Resources for assistance.